Free tools > Autonomy bibliography

Below you can read and search (ctrl+f) through the learner autonomy bibliography. There are currently over 2,400 references. If you have any questions or if you find any errors in the list, please contact me so that I can make the necessary changes. I would like to thank Chatrawee Intraboonsom for her help in adding resources to this bibliography.To have your own references added, contact me and send me the bibliographic details in APA format.

Abdelrazeq, A. (2018). Autonomous learning levels of students majoring in EFL and the role of their teachers in developing autonomous learning. ournal of Educational and Psychological Studies, 12(4), 724-738.

Adams, J. (2003). Diversity and the place of foreign language learning on the school curriculum. In M. Jiménez Raya & T. Lamb (Eds.), Differentiation in the modern languages classroom. Frankfurt am Main: Peter Lang.

Allen, R. (2009). The theory and practice of the materials development process for the Self Access Learning Centre: The past, present & future. The Journal of Kanda University of International Studies, 21, 209-232.

Allensworth, E. M., Easton, J. Q., & Consortium on Chicago School Research (2007). What matters for staying on-track and graduating in Chicago public high schools: A close look at course grades, failures, and attendance in the freshman year. Research Report. Consortium on Chicago School Research.

Alrabai, F. (2017). From teacher dependency to learner independence: a study of Saudi learners’ readiness for autonomous learning of English as a Foreign Language. Learning and Teaching in Higher Education: Gulf Perspectives, 14(1), 1-28.

Amaro, J. (2002). Negotiating evaluation in the classroom. In F. Vieira, M. A. Moreira, I. Barbosa & M. Paiva (Eds.), Pedagogy for autonomy and English learning: Proceedings of the 1st conference of the working group – Pedagogy for autonomy. Braga: University of Minho.

Anantasate, B. (2001). The development of a teaching and learning process to promote learnersâ€™ autonomy for university students. unpublished doctoral thesis. Bangkok, Thailand: Chulalongkorn University.

Auerbach, E. R. (1995). The politics of the ESL classroom: issues of power in pedagogical choices. In J. W. Tollefson (Ed.), Power and inequality in language education (pp. 9-33). Cambridge University Press.

linkAutonomy: Where are we? Where are we going?’. In A. S. Mackenzie & E. McCafferty (Eds.), Developing autonomy (pp. 15-42). Proceedings of the JALT CUE Conference 2001. Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

Ayedoun, E., Hayashi, Y., & Seta, K. (2015). A conversational agent to encourage willingness to communicate in the context of English as a foreign language. Procedia Computer Science, 60, 1433-1442.

Azimi Mohamad Abadi, E., & Baradaran, A (2013). The relationship between learner autonomy and vocabulary learning strategies in Iranian EFL learners with different language proficiency level. International Journal of Applied Linguistics and English Literature, 2(3), 176-185.

Bailly, S. (2011). Teenagers learning language out of school: What, why and how do they learn? How can school help them? In P. Bens on & H. Reinders (Eds.), Beyond the language classroom (119-131). New Yo rk: Palgrave Macmillan.

Barbosa, I. & Paiva, M. (2002). Action research: a way to teacher and learner autonomy? In F. Vieira, M. A. Moreira, I. Barbosa & M. Paiva (Eds.), Pedagogy for autonomy and English learning: Proceedings of the 1st conference of the working group – Pedagogy for autonomy. Braga: University of Minho.

Barraja-Rohan, A. M. (2015). I told you\’: Storytelling development of a Japanese learning English as a Second Language. In T. Cadierno & S.W. Eskildsen (eds) (Eds.), Usage-based Perspectives on Second Language Learning (271-304). : Mouton de Gruyter.

Basil, H. (1985). The role of counselling in self-directed learning. In R. J. Mason (Eds.), Self-directed learning and Self-access in Australia: From practice to theory (93-102). Proceedings of the National Conference of the Adult Migrant Education Programme, Melbourne, June 1984. Melbourne: Council of Adult Education.

Basturkmen, H. (2012). Review of research into the correspondence between language teachers’ stated beliefs and practices. System, 40(2), 282-295.

Benson, P. (2003). A Bacardi by the pool. In A. Barfield & M. Nix (Eds.), Learner and teacher autonomy in Japan 1: Autonomy you ask!. Tokyo: Learner Development Special Interest Group of the Japan Association of Language Teachers.

Betáková, L. (2000). The importance of using the target language in the classroom. In D. Little, et al (Ed.), Focus on learning rather than teaching: Why and how? (175-191). Dublin: Trinity College, Centre for Language and Communication Studies.

Bobb-Wolff, L. (2002). Assessment: Changing assumptions and attitudes. In F. Vieira, M. A. Moreira, I. Barbosa & M. Paiva (Eds.), Pedagogy for autonomy and English learning: Proceedings of the 1st conference of the working group – Pedagogy for autonomy. Braga: University of Minho.

Bordonaro, K. (2014). The Intersection of Library Learning and Second-Language Learning: Theory and Practice. Lanham, Maryland: Rowman & Littlefield.
Language learning and library learning in universities are closely related endeavors that intersect at various times, in various locations, and with various teachers and learners. This book is an examination of how these intersections are experienced by second and foreign language learners. Its aim is to explore the two types of learning to help sustain and develop the learning in both areas. Considerations of the intersections are placed within a theoretical framework of learner autonomy. This framework offers librarians and language instructors methods and practices that enable learners to take control of both their library learning and their language learning.

Brick, J. (1985). Self-directed learning and the acquisition of socio-cultural competence. In Robert J. Mason (Ed.), Self-directed learning and Self-access in Australia: From practice to theory (30-35). Proceedings of the National Conference of the Adult Migrant Education Programme, Melbourne, June 1984. Melbourne: Council of Adult Education.

Brooks, A., & Grundy, P. (1988). Introduction: individualization, autonomy and English for academic purposes. In A. Brookes & P. Grundy (Eds.), Individualization and autonomy in language learning (1-11). Modern English Publications in association with the British Counci: .

Brown, D. (1985). Teacher education and self-directed learning. In R. J. Mason (Eds.), Self-directed learning and self-access in Australia: From practice to theory (236-240). Proceedings of the National Conference of the Adult Migrant Education Programme, Melbourne, June 1984. Melbourne: Council of Adult Education.

Brown, H. D. (1989). A practical guide to language learning: A fifteen-week program of strategies for success. New York: McGraw-Hill.

Brown, R. (1993). The national self-access project in Malaysia. English Studies10. London: British Council.

Brown, S. H. (2003). Of fish, perceptions, and stereotypes. In A. Barfield & M. Nix (Eds.), Learner and teacher autonomy in Japan 1: Autonomy you ask!. Tokyo: Learner Development Special Interest Group of the Japan Association of Language Teachers.

Brown, Silas S. & Robinson, P. (2003). Addressing print disabilities in adult foreign-language acquisition. In: Proceedings of the 10th International Conference on Human-Computer Interaction (HCII 2003), Vol.4: Universal Access in HCI, pp 38-42..
linknote: the “gradint” program referred to in the paper has been developed further and is available at link

BÃ¡rbara, N. (2007). Autonomy in ESP: Solution or Recipe? In GÃ¡lova, D. (Ed.), Languages for specific Purposes in Higher Education – Searching for Common Solutions (18-31). Newcastle: Cambridge Scholars Publisher.
Within the framework of the Bologna Process implementation, the Portuguese Higher Education institutions are re-designing their courses aiming at a new teaching paradigm pushing towards autonomy, student-centred learning and innovation. The ensuing reduction of ESP contact hours will bear a cost in human resources needed and will also further the imbalance between breadth and depth of the English language teaching. Searching for feasible solutions, the Languages and Communication Sector of our Agricultural College will depend on a pedagogy for autonomy based on a threefold method, namely – classes, e-learning and tutorials – building self-tailored syllabuses for heterogeneous classes of engineering courses.

BÃ¡rbara, N. (2009). Language Portfolios in Engineering Courses: A Strategy Towards Autonomyâ€™. Proceedings of the Independent Learning Association 2007 Japan Conference: Exploring theory, enhancing practice: Autonomy across the disciplines, 0.
linkWithin the framework of the Bologna Process implementation, the Portuguese Higher Education institutions are re-designing their courses aiming at a new teaching paradigm pushing towards autonomy, student-centred learning and innovation. New classroom goals and curricula entail new forms of assessment – portfolios in higher education represent a move from traditional forms of assessment to a more authentic and holistic assessment that reflects student learning, achievement, motivation and attitudes. At its core lie self-assessment and the studentsâ€™ direct involvement in learning. The alignments of assessment, curriculum, and pedagogy through the use of portfolios are reflected in new education policies in Europe.

BÃ¡rbara, N. (2012). Autonomy in English Language Learning. A Case Study. unpublished PhD thesis. Aveiro: Univeristy of Aveiro.
The main goal of this study was to analyse the development of a pedagogy for autonomy tuned to the current situation in which Higher Education finds itself, namely of implementation of the Bologna Process in Europe, and in particular at the Escola Superior AgrÃ¡ria of the Polytechnic School at Coimbra. For this purpose new course units were created, new descriptors written, new materials developed and new methodologies tried. A case study was undertaken to observe and analyse the changes the institution was undergoing and to assess the impact of the new methodologies, particularly regarding the development of student autonomy.

Campbell, R. (1985). Aims and processes of MACE (Migrant Access Centre for English) – the self-access centre at the Institute of Languages, University of NSW’. In R. J. Mason (Eds.), Self-directed learning and self-access in Australia: From practice to theory (247-241). Proceedings of the National Conference of the Adult Migrant Education Programme, Melbourne, June 1984. Melbourne: Council of Adult Education.

Candelier, M., Chaix, P., Coste, D., O’Niel, C. & Recourd, A. (1975). A critical analysis of forms of autonomous learning (Autodidaxy and semi-autonomy) in the field of foreign language learning: Report and proposals for establishing a regional inventory of methods and materials for self-learning of modern languages in. UNESCO: Division of Methods, Materials and Techhniques.

Carroll, M. (2002). Autonomous learning through discourse analysis: What can language learners learn from looking at their own use of language? In A. S. Mackenzie & E. McCafferty (Eds.), Developing autonomy (117-122). Proceedings of the JALT CUE Conference 2001. Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

linkCiel Language Support Network (2000). Assessment and independent language learning. In The guide to good practice for learning and teaching in languages, linguistics and area studies. LTSN Subject Centre for Languages, Linguistics and Area Studies, University of Southampton.

linkCiel Language Support Network (2000). Integrating independent learning with the curriculum. In The guide to good practice for learning and teaching in languages, linguistics and area studies. LTSN Subject Centre for Languages, Linguistics and Area Studies, University of Southampton.

linkCiel Language Support Network (2000). Making independent language learning accessible. In The guide to good practice for learning and teaching in languages, linguistics and area studies. LTSN Subject Centre for Languages, Linguistics and Area Studies, University of Southampton.

linkCiel Language Support Network (2000). Managing independent language learning: Management and policy considerations. In The guide to good practice for learning and teaching in languages, linguistics and area studies. LTSN Subject Centre for Languages, Linguistics and Area Studies, University of Southampton.

linkCiel Language Support Network (2000). Resources for independent language learning: Design and use. In The guide to good practice for learning and teaching in languages, linguistics and area studies. LTSN Subject Centre for Languages, Linguistics and Area Studies, University of Southampton.

linkCiel Language Support Network (2000). Supporting independent language learning: Development for learners and teachers. In The guide to good practice for learning and teaching in languages, linguistics and area studies. LTSN Subject Centre for Languages, Linguistics and Area Studies, University of Southampton.

Clemente, M. de los Angeles (2000). Self-direction in language learning: What does it mean to become aware? In D. Little, et al (Ed.), Focus on learning rather than teaching: Why and how? (155-172). Dublin: Trinity College, Centre for Language and Communication Studies.

Conacher, J.E., Kelly-Holmes, H. (2007). New Learning Environments for Language Learning: Moving beyond the classroom? Frankfurt am Main: Peter Lang.
This volume challenges the near exclusive use of the term ‘new learning environments’ in relation to discussions on the use of computers in language learning and seeks to provide a broader interpretation for language learners, teachers and researchers who are increasingly involved in language learning beyond the traditional environment of the classroom.

Dam, L. (1999). How to develop autonomy in a school context – How to get teachers to change their practice. In C. Edelhoff & R. Weskamp (Eds.), Autonomes Fremdsprachenlernen (113-133). Ismaning: Hueber.

Dam, L. & Gabrielsen, G. (1988). Developing learner autonomy in a school context – A six-year experiment beginning in the learners’ first year of English. In H. Holec (Ed.), Autonomy and self-directed learning: Present fields of application (19-30). Strasbourg: Council of Europe.

Darasawang, P. (2000). Developing learner autonomy through the use of a revised learner training programme (RLTP) in King Mongkut’s University of Technology Thonburi. PhD thesis. Edinburgh: The University of Edinburgh.

Davies, S. J. (2003). Learner portfolios: Who is at the controls? In A. Barfield & M. Nix (Eds.), Learner and teacher autonomy in Japan 1: Autonomy you ask!. Tokyo: Learner Development Special Interest Group of the Japan Association of Language Teachers.

Davies, S., Dwyer, E., Heller, A. & Lawrence, K. (1991). An investigation of a timetabled self-access session in a general English programme. Edinburgh Working Papers in Applied Linguistics, 2, 37-49.

Dofs, K (2011). Autonomous Language Learning Teacher Guides and Student Guides. The guides, at three levels of English are the results of MA in language learning and technology through the Univeristy of Hull. Christchurch, NZ: CPIT.

Firth, A. (2009). Doing not being a foreign lan- guage learner: English as a lingua franca in the workplace and (some) implications for SLA. IRAL-International Review of Applied Linguistics in Language Teaching, 47(1), 127-156.

Forbes, K. (2018). “In German I have to think about it more than I do in English”: The foreign language classroom as a key context for developing transferable metacognitive writing strategies. In A. Haukås, C. Bjørke & M. Dypedahl (Eds.), Metacognition in language learning and teaching (139-156). New York: Routledge.

Fukada, Y. (2017). A language learner’s target language-mediated socializing in an affinity space in the host country. Study Abroad Research in Second Language Acquisition and International Education, 2(1), 53-79.

Galleymore, J. (1977). Self-tutoring and assisted self-tutoring in modern languages at the Univerity of Aston. In E. M. Harding-Esch (Ed.), Self-directed learning and autonomy (pp. 106-116). Report of a Seminar held at Cambridge, 13-15 December 1976. University of Cambridge, Department of Linguistics and CRAPEL. (Mimeo).

Grant, R. (1985). Self-access questionnaire: Results and analysis. In R. J. Mason (Eds.), Self-directed learning and self-access in Australia: From practice to theory (218-235). Proceedings of the National Conference of the Adult Migrant Education Programme, Melbourne, June 1984. Melbourne: Council of Adult Education.

Gray, K., Chang, S., & Kennedy, G. (2010). Use of social wLLA technologies by international and domestic undergraduate students: Implications for internationalising learning and teaching in Australian universities. Technology, Pedagogy and Education, 19(1), 31-46.

Gremmo, M. J. & Riley, P. (1995). Autonomy, self-direction and self-access in language teaching and learning: The history of an idea. System, 23(2), 151-164. (Also published in French in Mélanges Pédagogiques, 23)

Harding-Esch, E. M. (1977). Of some limits to autonomous programmes in language learning. In E. M. Harding-Esch (Ed.), Self-directed learning and autonomy (pp. 67-76). Report of a Seminar held at Cambridge, 13-15 December 1976. University of Cambridge, Department of Linguistics and CRAPEL. (Mimeo).

Harding-Esch, E. M. (1982). The open access sound and video library of the University of Cambridge: Progress report and development. System, 10(1), 13-28.

Harding-Esch, E.M. (1977). Self-directed learning and autonomy. Report of a Seminar held at Cambridge, 13-15 December 1976. University of Cambridge, Department of Linguistics and CRAPEL. (Mimeo).

Holec, H. (1985). Declaration of independence: autonomy and self-direction in language learning. In R. J. Mason (Eds.), Self-directed learning and self-access in Australia: From practice to theory (1-19). Proceedings of the National Conference of the Adult Migrant Education Programme, Melbourne, June 1984. Melbourne: Council of Adult Education.

Holec, H. (1985). Self-assessment. In R. J. Mason (Eds.), Self-directed learning and self-access in Australia: From practice to theory (141-158). Proceedings of the National Conference of the Adult Migrant Education Programme, Melbourne, June 1984. Melbourne: Council of Adult Education.

Holec, H. (1997). Main features of the educational approach adopted. In H. Holec & I. Huttunen (Eds.), Learner autonomy in modern languages: Research and development (13-32). Strasburg: Editions du Conseil de l’Europe.

Hood, P. (2000). A reading of autonomy: Evidence from British secondary school modern foreign language learners on the role of reading tasks in their learning. In B. Sinclair, et al. (Eds.), Learner autonomy, teacher autonomy: Future directions (pp.37-47). London: Longman.

Hood, S. (1985). The development of reading and writing skills in an individual learning centre. In R. J. Mason (Eds.), Self-directed learning and self-access in Australia: From practice to theory (259-270). Proceedings of the National Conference of the Adult Migrant Education Programme, Melbourne, June 1984. Melbourne: Council of Adult Education.

Huang, J. (2003). Coming to terms with difficulties and constraints: A classroom-based investigation of EFL learning in a Chinese university. Unpublished MA dissertation. National University of Singapore:

Huang, J. (2003). Coming to terms with difficulties and constraints: A classroom-based investigation of EFL learning in a Chinese university. Unpublished MA dissertation, National University of Singapore.

linkHurd, S. (2002). Learner difference in independent language learning contexts. In The guide to good practice for learning and teaching in languages, linguistics and area studies. LTSN Subject Centre for Languages, Linguistics and Area Studies, University of Southampton.

Hurd, S. (2007). Distant voices: learners’ stories about the affective side of learning a language at a distance.. Innovation in Language Learning and Teaching, Listening to Learners’ Voices Special issue, 1(2), 142-159.

Hurd, S. (2007). Distant voices: learners’ stories about the affective side of learning a language at a distance. Innovation in Language Learning and Teaching, Learners’ Voices Special issue, 1(2), 142-159.

Huttunen, I. (1988). Towards learner autonomy in a school context. In H. Holec (Ed.), Autonomy and self-directed learning: Fields of application (31-40). Strasbourg: Council of Europe.

Huttunen, I. (1997). The main outcomes of the projects. In H. Holec & I. Huttunen (Eds.), Learner autonomy in modern languages: Research and development (33-84). Strasburg: Editions du Conseil de l’Europe.

Innes, S. (1977). The evaluation of BBC language courses with particular reference to “Kontakte” and “Ensemble”. In E. M. Harding-Esch (Ed.), Self-directed learning and autonomy (pp. 117-159). Report of a Seminar held at Cambridge, 13-15 December 1976. University of Cambridge, Department of Linguistics and CRAPEL. (Mimeo).

Jackson, J. (2017). The personal, linguistic, and intercultural development of Chinese sojourners in an English-speaking country. Study Abroad Research in Second Language Acquisition and International Education, 2(1), 80-106.

Johnston, M. (1985). ESL development and self-directed learning. In R. J. Mason (Eds.), Self-directed learning and self-access in Australia: From practice to theory (173-214). Proceedings of the National Conference of the Adult Migrant Education Programme, Melbourne, June 1984. Melbourne: Council of Adult Education.

Karlsson, L., Kjisik, F. & Nordlund, J. (2000). All together now (Papers from the 7th Nordic Conference and Workshop on Autonomous Language Learning, Helsinki, September 2000), University of Helsinki Language Centre.

Kuptez, R. (2002). Culture-specific beliefs on teaching in a changing university context as observed at the University of Wollongong, NSW, Australia. In R. Kupetz (Ed.), Empowerment of the learner: Changes and challenges. Frankfurt am Main: Peter Lang.

L

La Ganza, W. (2001). Out of sight – not out of mind: Learner autonomy and interrelating in online teaching. Information Technology, Education and Society, 2(2), 27-46.

Lin, Xi-Zhe (2004). Successful EFL learners and their self-regulation: A case study of students in advanced English program in one university motivation. unpublished MA thesis. University of Ming Chuan:

Little, D. (1996). Strategic competence considered in relation to strategic control of the language learning process. In H. Holec, D. Little and René Richterich (Eds.), Strategies in language learning and use. Studies towards a Common European Framework of reference for language learning and teaching (pp. 9–37), Strasbourg, Council of Europe.

Little, D. (2001). We’re all in it together: Exploring the interdependence of teacher and learner autonomy. In L. Karlsson, F. Kjisik & J. Nordlund (Eds.), All together now (pp. 45-56). Papers from the 7th Nordic Conference and Workshop on Autonomous Language Learning, Helsinki, September 2000, University of Helsinki Language Centre.

linkLittle, D. (2002). Learner autonomy and second/foreign language learning. In The guide to good practice for learning and teaching in languages, linguistics and area studies. LTSN Subject Centre for Languages, Linguistics and Area Studies, University of Southampton.

Lowes, R. & Target, F. (1998). Helping students to learn: A guide to learner autonomy. London: Richmond Publishing.[Aimed at relatively inexperienced, secondary school teachers. Also relevant to mainstream EFL and applicable to modern languages.].

Luiten, M. (1985). Literacy for the autonomous adult ESL learner. In R. J. Mason (Eds.), Self-directed learning and self-access in Australia: From practice to theory (252-258). Proceedings of the National Conference of the Adult Migrant Education Programme, Melbourne, June 1984. Melbourne: Council of Adult Education.

Lutjeharms, Madeline (1994). Developing autonomous learning for weak learners focussing on comprehension strategies. In R. Lampola (Ed.), First progress report of the research and development programme of workshop 6A (16-32). Strasbourg: Council of Europe, Council for Cultural Co-operation.

Lutjeharms, Madeline (1997). Reading skills for weak learners. In G. Egloff, A. Fitzpatrick (Eds.), Languages for work and life: The Council of Europe and vocationally oriented language learning (VOLL) (164-177). Strasbourg: Council of Europe.

Maia, I. (2002). Reflective teamwork: A way of promoting professional development. In F. Vieira, M. A. Moreira, I. Barbosa & M. Paiva (Eeds.), Pedagogy for autonomy and English learning: Proceedings of the 1st conference of the working group – Pedagogy for autonomy, Braga: University of Minho.

Maier, M. F., Vitiello, V. E., and Greenfield D. B. (2012). A multilevel model of child- and classroom-level psychosocial factors that support language and literacy resilience of children in Head Start. Early Childhood Research Quarterly, 27(1), 104-114.

Malone, C. (2003). Making it more real: Portfolios, teacher training, and autonomy. In A. Barfield & M. Nix (Eds.), Learner and teacher autonomy in Japan 1: Autonomy you ask!. Tokyo: Learner Development Special Interest Group of the Japan Association of Language Teachers.

Mamede, A. (2002). Teacher and learner development in a multi-disciplinary context. In F. Vieira, M. A. Moreira, I. Barbosa & M. Paiva (Eds.), Pedagogy for autonomy and English learning: Proceedings of the 1st conference of the working group – Pedagogy for autonomy. Braga: University of Minho.

Manchón, R. M. (2000). Fostering the autonomous use of strategies in the foreign language classroom: The why and how of communication strategies training. Links & Letters, 7 (Universitat Autónoma de Barcelona).

Mariani Luciano (2010). Communication Strategies. : www.lulu.com.
linkCommunication strategies is a book about the verbal and non-verbal ways and means that learners and users of a second or foreign language can employ when they have to face problems due to gaps in their linguistic, communicative or intercultural competence. Strategies also enable them to deal with uncertainty in personal and intercultural contacts and to increase their autonomy in using languages.
Communication strategies is both a handbook for teachers, teacher trainers and educators, providing them with a sound methodological background, and a collection of 30 practice activities, games and tasks for language learners and users. Photocopiable worksheets are provided, as well as freely downloadable recordings of native and non-native speakers of English.

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linkLearnersâ€™ and teachersâ€™ beliefs and attitudes towards languages and cultures, language learning and teaching, and themselves as learners and teachers have proved to affect intentions, decisions and behaviour in the classroom. This paper reports on the preliminary results of a survey carried out in Italian upper secondary schools, with the aim of monitoring and hopefully fostering learner (and teacher) progression.

Mariani, L. (2013). Intercultural communication strategies for learner autonomy. In Menegale M. (Ed.), Autonomy in language learning: Getting learners actively involved. Canterbury, UK: IATEFL.
linkIntercultural communication strategies promote the flexibility learners need to cope with the unexpected and the unpredictable; encourage learnersâ€™ risk-taking, individual initiative and an active and responsible role in their learning process; and boost learnersâ€™ self-confidence, by giving them the feeling that they can in some way increase their control over language use. This paper argues for strategy education across the curriculum as a whole-person engagement, involving the activation of cognitive, affective and social factors, and as a descriptive, experiential and explicit pedagogical approach.

Mason, R. J. (1985). Self-directed learning and self-access in Australia: From practice to theory. Proceedings of the National Conference of the Adult Migrant Education Programme, Melbourne, June 1984. Melbourne: Council of Adult Education.

McCoach, D. & Siegle, D. (2003). The school attitude assessment survey-revised: A new instrument to identify academically able students who underachieve. Educational and Psychological Measurement, 63(3), 414-429.

McKee, J. (1996). Independent learning and the computer: The text analysis program at the University of Ulster. In E. Broady & M. M. Kenning (Eds.), Promoting learner autonomy in university language teaching (159-184). London: Association for French Language Studies/CILT.

McNamara, T. (1985). Self-access writing for intermediate and advanced students. In R. J. Mason (Eds.), Self-directed learning and self-access in Australia: From practice to theory (271-290). Proceedings of the National Conference of the Adult Migrant Education Programme, Melbourne, June 1984. Melbourne: Council of Adult Education.

Menegale M. (2013). Autonomy in Language Learning: Getting Learners Actively Involved. Canterbury, UK: IATEFL.
linkThe aim of this volume is to expand knowledge on research and action-research on language learner autonomy, conceivably inspiring further investigation into how students can be helped to be more actively involved in their own learning.

Moilanen, K. L. (2007). The adolescent self-regulatory inventory: The development and validation of a questionnaire of short-term and long-term self-regulation. Journal of Youth Adolescence, 36, 835-848.

Morrison, B. (1999). Experiments and evaluation in self-access language learning. Hong Kong: The Hong Kong Association for Self-Access Learning and Development.[Selected papers from the second Hong Kong Association for Self-Access Learning & Development conference held in 1998.].

Morrison, B. & Navarro, D. (2014). The Autonomy Approach: Language Learning in the Classroom and Beyond. Peaslake: Delta Publishing.
linkThe Autonomy Approach presents an important departure from the theoretical discussions which underpin the majority of work on learner autonomy. It introduces a practical perspective to self-directed language learning (teachable-learnable activities rooted in principles of learning), which draws on aspects of study skills and strategies as well as a variety of approaches, namely differentiated, individualised, self-directed, self-access and open-access learning.

Moulden, H. (1986/87). The computer as an aid to learning to learn English: A project and one feasibility study. Mélanges Pédagogiques, 17.

Moulden, H. (1988). Self-directed learning of English for French students of computer applications in business management. In H. Holec (Ed.), Autonomy and self-directed learning: Present application (85-92). Strasbourg: Council of Europe.

Mozzon-McPherson, M. (2000). Promoting and supporting independent learning out of the classroom: an analysis of the skills of advising and their implications on the emerging role of language learning advisers. Links & Letters 7 (Universitat Autónoma de Barcelona).

linkMozzon-McPherson, M. (2002). Language advising. In The guide to good practice for learning and teaching in languages, linguistics and area studies. LTSN Subject Centre for Languages, Linguistics and Area Studies, University of Southampton.

Nakata, Y. (2006). Social interactive tools for the development of learner autonomy: From reactive to proactive autonomy. In L. Miller (Ed.), Learner autonomy 9: Autonomy in the classroom (46-67). Dublin: Authentik.

Nicolaides, C. (2006). Roles learners believe they have in the the development of their language learning: Autonomy included? In T. E. Lamb & H. Reinders (Eds.), Learner and teacher autonomy: Concepts. realities and responses. Amsterdam: John Benjamins.

O’Dwyer, J. (1994). Self-study: Empirical research into materials design and use. In K. Richards & P. Roe (Eds.), Distance learning in ELT (pp. 108-123). Modern English Publications in association with the British Council.

O’Malley, J. M. (1987). The effects of training in the use of learning strategies on acquiring English as a second language. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning (133-144). London: Prentice Hall.

Osmani, R. (2019). Making sense of learner autonomy in EFL classes. The case of basic English skills students at SEE University. Paper presented at International Conference on Teaching, Learning & Education, Berlin, Germany.

Palfreyman, D. M., & Benson, P. (2018). Autonomy and its role in English language learning: Practice and research. In X. Gao (Ed.), Second handbook of English language teaching (pp. 1-21). Switzerland: Springer International Handbooks of Education.

Peng, T. C. (2003). The culture of learning and its impact on learner autonomy: Observations from a Chinese university. Doctoral dissertation, School of Intercultural Studies, Biola University.

linkPenman, C. (2002). Evaluating tandem interactions. In The guide to good practice for learning and teaching in languages, linguistics and area studies. LTSN Subject Centre for Languages, Linguistics and Area Studies, University of Southampton.

Phan, T. (2012). Teacher Autonomy and Learner Autonomy: An East Asianâ€™s Perspective. International Journal of Social Science and Humanity, 2(6).

Phillips, A. D. (2004). An assessment of the learner autonomy of students enrolled in academic and vocational programs at Thomas Nelson Community College (Virginia). Doctoral dissertation, George Washington University.

Phillips, M. (1977). Autonomy or automatons? Freedom and control in language-learning techniques. In E. M. Harding-Esch (Ed.), Self-directed learning and autonomy (pp. 93-105). Report of a Seminar held at Cambridge, 13-15 December 1976. University of Cambridge, Department of Linguistics and CRAPEL. (Mimeo).

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